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Stimulating graphical summarization in late elementary education: The relationship between two instructional mind map approaches and student characteristics

Emmelien Merchie UGent and Hilde Van Keer UGent (2016) ELEMENTARY SCHOOL JOURNAL. 116(3). p.487-522
abstract
This study examined the effectiveness of two instructional mind-mapping approaches to stimulate fifth and sixth graders' graphical summarization skills. Thirty-five fifth-and sixth-grade teachers and 644 students from 17 different elementary schools participated. A randomized quasi-experimental repeated-measures design was set up with two experimental conditions and one control condition. Students in the experimental conditions followed a 10-week teacher-delivered instructional treatment working with either researcher-provided or student-generated mind maps. Multilevel piecewise growth analysis was used to examine differences between classes and between students within classes, as well as the growth in students' graphical summarization skills and its relationship with class-level (i.e., instructional approach) and student-level (i.e., gender, grade, home language, and achievement level) characteristics. Results show the greatest overall gains for students in the student-generated mind-map condition as to the quality of their informative text traces and graphical design. However, no significant differences between the experimental conditions were found as to the quality of the graphical content. Only for gender and grade were significant interaction effects with the instructional approach found.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
TEXT COMPREHENSION, METAANALYSIS, FIDELITY, KNOWLEDGE MAPS, LEARNING-STRATEGIES, SCHOOL-CHILDREN, STUDENTS, SKILLS, ORGANIZERS, INSTRUCTION
journal title
ELEMENTARY SCHOOL JOURNAL
volume
116
issue
3
pages
487 - 522
Web of Science type
Article
Web of Science id
000372738200007
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
1.151 (2016)
JCR rank
111/235 (2016)
JCR quartile
2 (2016)
ISSN
0013-5984
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
5715853
handle
http://hdl.handle.net/1854/LU-5715853
date created
2014-10-02 14:06:20
date last changed
2016-12-19 15:38:32
@article{5715853,
  abstract     = {This study examined the effectiveness of two instructional mind-mapping approaches to stimulate fifth and sixth graders' graphical summarization skills. Thirty-five fifth-and sixth-grade teachers and 644 students from 17 different elementary schools participated. A randomized quasi-experimental repeated-measures design was set up with two experimental conditions and one control condition. Students in the experimental conditions followed a 10-week teacher-delivered instructional treatment working with either researcher-provided or student-generated mind maps. Multilevel piecewise growth analysis was used to examine differences between classes and between students within classes, as well as the growth in students' graphical summarization skills and its relationship with class-level (i.e., instructional approach) and student-level (i.e., gender, grade, home language, and achievement level) characteristics. Results show the greatest overall gains for students in the student-generated mind-map condition as to the quality of their informative text traces and graphical design. However, no significant differences between the experimental conditions were found as to the quality of the graphical content. Only for gender and grade were significant interaction effects with the instructional approach found.},
  author       = {Merchie, Emmelien and Van Keer, Hilde},
  issn         = {0013-5984},
  journal      = {ELEMENTARY SCHOOL JOURNAL},
  keyword      = {TEXT COMPREHENSION,METAANALYSIS,FIDELITY,KNOWLEDGE MAPS,LEARNING-STRATEGIES,SCHOOL-CHILDREN,STUDENTS,SKILLS,ORGANIZERS,INSTRUCTION},
  language     = {eng},
  number       = {3},
  pages        = {487--522},
  title        = {Stimulating graphical summarization in late elementary education: The relationship between two instructional mind map approaches and student characteristics},
  volume       = {116},
  year         = {2016},
}

Chicago
Merchie, Emmelien, and Hilde Van Keer. 2016. “Stimulating Graphical Summarization in Late Elementary Education: The Relationship Between Two Instructional Mind Map Approaches and Student Characteristics.” Elementary School Journal 116 (3): 487–522.
APA
Merchie, E., & Van Keer, H. (2016). Stimulating graphical summarization in late elementary education: The relationship between two instructional mind map approaches and student characteristics. ELEMENTARY SCHOOL JOURNAL, 116(3), 487–522.
Vancouver
1.
Merchie E, Van Keer H. Stimulating graphical summarization in late elementary education: The relationship between two instructional mind map approaches and student characteristics. ELEMENTARY SCHOOL JOURNAL. 2016;116(3):487–522.
MLA
Merchie, Emmelien, and Hilde Van Keer. “Stimulating Graphical Summarization in Late Elementary Education: The Relationship Between Two Instructional Mind Map Approaches and Student Characteristics.” ELEMENTARY SCHOOL JOURNAL 116.3 (2016): 487–522. Print.